Education Support Package

Curriculum Improvement Program

Back

Education Support Package - English

Individual Education Plans

Health and Physical Education

Languages Other than English

Mathematics

Science

Society and Environment

Technology and Enterprise

Preface

To assist in meeting outcomes for students with disabilities, the preface outlines modifications of the environment and curriculum together with specialised equipment .

Outcome Statements - Foundation to level 3

This section contains Foundation Outcome Statements, and an overview of Strand and Substrand Outcome Statements from Level to Level 3.

Strand Outcome Statements are a sequence of statements which describe what students demonstrate as they develop their understanding or skills for a strand.

(NB: The Strand Outcome Statements are a synthesis of Sub-strand Outcomes).

Sub-strand Outcome Statements are a sequence of statements which describe what students demonstrate as they develop their understanding or skills for a substrand. (NB: Not all strands have sub-strands).

Elaboration of Foundation Outcome Statements for each strand

Foundation Outcome Statements with Focus Skills

This section contains Foundation Outcome Statements and pointers and a list of Focus Skills for each outcome. The Focus Skills were developed to give teachers further guidance about skills which students could work on, mastery of which would further a student's progress towards achieving the outcome. The list of Focus Skills is neither prescriptive nor exhaustive. Individual teachers are encouraged to generate new Focus Skills to fit the needs of their particular students.

Spreadsheets

Spread sheets contain teaching/learning information related to a sample of Foundation Outcomes for each learning area. Not all outcomes are covered in this section and teachers may wish to develop their own or other outcomes as a point of reference.

English Preface

Students with disabilities

To assist in meeting outcomes and ensure the participation of all students, please note:

Modification of the environment may be necessary.

Handrails (toilets, hallways etc.)
Ramps
Playground/classroom structures
Table tops for desks
Seating (posture/supports etc.)
Seating location (preferential seating)

Specialised/modified equipment to assist with mobility may be required.

Wheelchairs
Walking frames
Long cane/tactile guides
Orthotics, inserts in shoes
Prostheses

To access the curriculum, the student may require:

Specialised/modified activities

Talking books/ Read-aIongs during reading activities
Learning to type on a keyboard rather than learning to write
Using voice output devices to assist the student to 'speak' /communicate during oral language activities
Shorter/simpler reading passages - same concept or content
Oral responses rather than written responses for some activities

Specialised/modified equipment such as

Electronic typewriters
Braillers
Templates/raised line drawing kits for writing/drawing
Various splints (e.g. hand splints)
Head pointers
Writing frames
Special furniture (angled desk tops, corner chairs etc.); CCTV (Closed Circuit TV) and other magnification aids.
Hand held magnifier/s
Telescope for distance work
FM Systems (for hearing impaired)
Captioning (for television/video programs)
Hearing aids
Speech processors
Tape recorder/s

Computers with appropriate software plus peripherals such as

Word processors with Spell check
First Choice
Mind Reader (predictive word processor).
First Draft
Style Writer
Switches/single switch access (Ke:nx)

Alternative keyboards such as

Intellikeys
Concept keyboard
Voice output devices (Intellitalk)
Robotron Eureka (voice output, Braille keyboard).
Touch window

Communication aids such as

Aided language stimulation boards
Pictorial symbols (e.g. COMPIC)
Voice output devices (e.g. Hawk/Macaw).
Single message device (BIGmack)
Timetable systems

Alternative formats for materials/books/resources

Braille
Large print
Audio (talking books)
Raised/tactile drawings

NOTE

Physical assistance/prompts may be necessary where tasks include:

Fine motor activities (e.g. writing)
Mobility (e.g. in drama activities)
Positioning (e.g. correct posture/seating)

Terms such as 'oral', 'speak', 'ask', 'talk', 'tell', 'say', 'explain', etc. are understood to include all forms of verbal and non-verbal communication such as:

Auslan
Signed communication - Signed English, Makaton etc.

The term 'attend to' can be defined as 'paying attention to' or 'giving sensory focus to' (e.g. touch).

Terms such as 'look at', 'listen to', 'watch', can be defined as 'attending to' particularly for vision and/or hearing impaired students.

Students with marked vision impairment may 'visualise' by using other senses (e.g. touch).

Students with marked hearing impairment may 'listen' to using other senses (e.g. feeling vibrations, lip reading).

Outcome Statements Foundation to Level 3

Speaking and Listening

		Use of Texts		Contextual Understanding		Conventions		Processes and Strategies
		The student:		The student:		The student:		The student:
FOS	SL F.I	F. I a Conveys needs, expresses meaning and interacts using simple language structures including vocalisations and gestures. F.1 b Responds to a variety of auditory stimuli including familiar language patterns.	SL F.2	Shows emerging awareness of the conventions of social interaction and conveys needs and preferences appropriately.	SL F.3	Experiments with simple language structures to make and convey meaning	SL F.4	Recognises that particular patterns of behaviour are used to communicate.
	SL F	Recognises that particular patterns of behaviours are used to communicate, responds to a variety of auditory stimuli; conveys needs, expresses meaning and interacts using simple language; and shows an emerging awareness of the conventions of social interaction.
LEVEL 1	SL 1.1	1.1 a Uses expressions of routine social interaction correctly; recounts and discusses personal experiences; and conveys key information or ideas on a familiar topic. 1. I b Responds to questions, instructions, statements and narratives, characterised by simple linguistic structures, brevity,familiarity and predictability.	SL I.2	Shows emerging awareness of school purposes and expectations for using and interpreting spoken language interpreting spoken language.	SL 1.3	Draws on the linguistic structures and features of own variety of English when speaking and listening, and relies on simple sentences or uses simple connectives to link ideas.	SL 1.4	Uses a small range of strategies to adjust communication in familiar situations.
	SL 1	Listens to and talks with students, teachers and other known adults in routine classroom activities; and uses own variety of English and generally stays on topic, sharing personal experiences and using strategies to adjust communication in familiar situations.
LEVEL2	SL 2.1	2.1 a Explains familiar procedures, describes or recounts events in logical sequence and sustains conversations on a familiar topic. 2.1 b Identifies the main idea in short, clearly articulated informational and expressive spoken texts.	SL 2.2	Considers how speaking is adjusted in different situations; observes conventions of taking turns, asking questions, interrupting; and makes some use of non-verbal cues and differences in tone and pace of text delivery.	SL 2.3	Understands and experiments with more complex grammatical connectives and linguistic features for interpreting and expressing spoken ideas and information.	SL 2.4	Experiments with and demonstrates an emerging awareness of the application of strategies for formal and informal interaction.
	SL 2	Listens and talks confidently with peers, teachers and other adults in school activities; is aware of the need to change speaking and listening to suit different situations; and experiments with ways to improve communication with others.
LEVEL 3	SL 3.1	3.1 a Interacts to express opinions and perceptions, participates in problem-solving discussions with peers and gives brief reports and summaries. 3.1 b Obtains specific information from informational and expressive spoken texts; follows peer discourse in group discussions and identifies key information in an audio or video text on familiar topics.	SL 3.2	Recognises that certain forms of spoken texts are associated with particular contexts and purposes.	SL 3.3	Usually uses linguistic structures and features of spoken language appropriately for expressing and interpreting ideas and information.	SL 3.4	Uses a variety of strategies to assist and sustain communication about known concepts in familiar contexts.
	SL 3	Uses an increasing range of spoken texts to communicate ideas and obtain information; and when communicating about familiar concepts, usually uses the structures and features of spoken language appropriately, adopting speaking and listening to suit different purposes.

Viewing

		Use of Texts		Contextual Understanding		Conventions		Processes and Strategies
		The student:		The student:		The student:		The student:
FOS	V F.l	Demonstrates attending behaviours and recognises common objects in visual texts	V F.2	Recognises some familiar content in visual texts.	V F.3	Recognises some elements in visual texts.	V F.4	Demonstrates strategies to access visual texts.
	V F	Responds to visual texts by demonstrating attending behaviours, recognising common elements and using strategies to access content.
LEVEL 1	V 1.1	Retells meanings and makes simple interpretations from visual texts.	V 1.2	Makes connections between own knowledge and experience and ideas, events and information in viewed texts.	V 1.3	Demonstrates emerging awareness and use of symbols and conventions when making meaning from texts.	V 1.4	Recognises and uses cues Including background knowledge to predict and make meaning from visual texts.
	V 1	Retells meanings and makes simple interpretations from visual texts often making connections with their own experiences; uses cues to predict meaning from visual texts; and demonstrates an emerging awareness of the use of symbols and conventions.
LEVEL 2	V 2.1	Identifies, categorises and makes inferences about visual texts based on familiar structures.	V 2.2	Understands that visual texts are constructed by people to represent real and imaginary experience and identifies simple symbolic meanings.	V 2.3	Recognises and interprets some conventions of visual texts.	V 2.4	Uses basic strategies for interpreting visual texts and maintaining continuity of understanding.
	V2	Discusses and categorises familiar visual texts; understands that these texts are created by people to represent real or imaginary experiences; identifies some distinguishing features of, and interprets some symbolic meanings in commonly-viewed texts; and uses knowledge of familiar texts to construct meaning from new texts
LEVEL 3	V 3.1	Understands the interaction between form and content in visual texts.	V 3.2	Recognises the relationship between context and form, including simple symbolic representations, identifying purpose and meaning.	V 3.3	Identifies and uses the codes and conventions characteristic of a range of text types to construct meaning.	V 3.4	Integrates a variety of strategies for interpreting familiar visual texts.
	V 3	Examines and discusses ways in which the content and purpose of visual texts dictate their form; identifies and interprets simple symbolic representations and stereotypes; recognises ways in which particular codes or conventions work to shape a viewer's understandings; and integrates a variety of strategies for interpreting familiar visual texts.

Reading

		Use of Texts		Contextual Understanding		Conventions		Processes and Strategies
		The student:		The student:		The student:		The student:
FOS	R F.1	Demonstrates attending behaviours and recognises common objects in texts.	R F.2	Responds to texts by recognising some familiar content.	R F.3	Recognises some elements in texts.	R F.4	Demonstrates strategies to access content in printed texts.
	R F	Responds to texts by demonstrating attending behaviours, recognising common elements and using strategies to access content in printed texts.
LEVEL 1	R 1.1	Role plays being a competent reader and recognises familiar symbols.	R 1.2	Makes connections between own knowledge and experience and the ideas, events and information in texts read aloud.	R 1.3	Demonstrates emerging awareness and use of symbols and conventions when making meaning from texts.	R 1.4	Recognises and uses cues to predict and construct meaning in texts.
	R1	Engages in reading-like behaviour and demonstrates understanding that written symbols and illustrations convey information.
LEVEL 2	R 2.1	Constructs and retells meanings from short written texts with familiar vocabulary, predictable structures and frequent illustrations.	R 2.2	Understands that print texts are constructed by people and represent real and imaginary experience	R 2.3	Recognises and interprets basic linguistic structures and features of texts.	R 2.4	Uses basic strategies for selecting texts, making meaning and maintaining continuity of understanding.
	R 2	Uses basic strategies to locate, select and read a range of simple texts; recalls and discusses significant ideas from texts; and understands that people write about real And imagined experiences.
LEVEL 3	R 3.1	Interprets and discusses some relationships between ideas, information and events in texts with familiar content and which include some unfamiliar words or linguistic structures and features.	R 3.2	Identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning.	R 3.3	Identifies and uses the linguistic structures and features characteristic of a range of text types to construct meaning	R 3.4	Integrates a variety of strategies for interpreting texts and uses some strategies for identifying resources and finding information in texts
	R 3	Integrates a range of strategies to interpret and discuss relationships between ideas, information and events in written texts; identifies and uses language structures; and recognises and discusses the use of symbols and stereotypes to make meaning.

Writing

		Use of Texts		Contextual Understanding		Conventions		Processes and Strategies
		The student:		The student:		The student:		The student:
FOS	W F.1	Demonstrates motor skills required for pre-writing.	W F.2	Responds to written symbols in the environment.	W F.3	Produces marks that may include approximations of conventional written symbols.	W F.4	Recognises that using writing implements has communicative potential.
	W F	Demonstrates pre-writing behaviours including motor skills, responses to and approximations of environmental symbols and recognises the communicative potential of writing implements.
LEVEL 1	W 1.1	Produces written symbols with the intention of conveying an idea or message.	W 1.2	Recognises that writing is used by people to convey meanings to others.	W 1.3	Demonstrates emerging awareness of how to use conventional written symbols for expressing ideas and information.	W 1.4	Explores ways of representing ideas and information using written symbols.
	W 1	Recognises that writing conveys information, produces written symbols with the intention of conveying a message and demonstrates an emerging awareness of the conventions of writing.
LEVEL 2	W 2.1	Writes brief imaginative and factual texts which include some related ideas about familiar topics.	W 2.2	Recognises some of the purposes and advantages of writing.	W 2.3	Uses some basic linguistic structures and features so that writing can be readily interpreted by others.	W 2.4	Demonstrates an awareness of processes and strategies for planning and reviewing own writing.
	W 2	Produces brief written texts to communicate experiences, information and feelings; discusses some of the purposes for writing; knows that writing can be planned, reviewed and changed; and produces texts that follow some of the conventions of writing and can be read by others.
LEVEL 3	W 3.1	Experiments with interrelating ideas and information when writing about familiar topics.	W 3.2	Recognises that certain text types are associated with particular audiences and purposes.	W 3.3	Controls most basic features of written language and experiments with some organisational and linguistic features of different text types.	W 3.4	Applies familiar strategies and experiments with new strategies for planning, drafting and reviewing own writing.
	W 3	Combines several ideas in logical sequence to write a small range of text types; recognises the needs of particular audiences and purposes in writing; demonstrates control over many of the conventions of language; experiments with others; and uses .strategies for planning, reviewing and proofreading.

Elaboration of Foundation Outcome Statements for each strand

Speaking and Listening

Foundation

Students typically seek assistance or information; indicate wants, needs and choices using simple language structures including vocalisations and gesture: for example, they initiate communication using symbols and signs. Students respond to auditory stimuli and focus attention on persons with whom they are interacting, locate and track objects and sounds, respond to simple questions and show understanding of single words.

Students typically demonstrate an emerging awareness of the conventions of social interaction by making appropriate requests, greetings and farewells, responding appropriately to tone of voice and indicating likes and dislikes in socially acceptable ways.

Students typically experiment with simple language structures to make and convey meaning when they repeat language patterns, use word combinations, use pronouns appropriately and combine verbal and nonverbal expressions to make and convey meaning. They distinguish between commands and requests and respond to familiar rhymes, songs or phrases by smiling, clapping, repeating or mimicking.

Students typically recognise that particular patterns of behaviour are used to communicate when they place themselves in proximity to a person, seek attention or contact, select appropriate people to interpret particular communications and use characteristic behaviours such as banging the table. They respond to familiar auditory and non-verbal clues.

Writing

Foundation

Students typically experiment with writing implements, such as keyboards with head pointer, pencils and COMPICS, demonstrating awareness of directionality, visual motor integration and fine motor control to produce writing approximations.

Students typically identify written texts in their own environment, imitate writing behaviours and assign meaning to some conventional symbols. For example, they recognise books and signs, copy letters from their own name and present a drink symbol when they are thirsty.

Students typically produce approximations of written symbols when they, for example, copy or trace lines, circles and shapes; join dots, scribble spontaneously, or use a communicator.

Students typically request or locate writing implements including pencils, communicators, COMPICS and paper. They position themselves suitably for writing and hold implements with writing end down.

Reading

Foundation

Students typically demonstrate reading-like behaviours when they maintain focus looking at printed material, explore tactile stimuli, recognise representations of common objects, demonstrate object, picture and symbol permanence and match spoken words with symbols.

Students typically respond to texts when they, for example, indicate favourite stories, imitate familiar words and sounds when books are read aloud and identify self in photographs.

Students typically recognise common elements in texts when they respond to the cover or title of a favourite book or video, enjoy rhymes and repetition in stories and recognise that text may be accessed by turning pages or clicking a mouse to see a new window.

Students typically access content in printed texts when they point to or present a favourite book or magazine to be read and attach importance to everyday texts linked to their own experience: for example, respond with pride to a merit certificate.

Viewing

Foundation

Students typically demonstrate viewing behaviours when they orient their faces towards visual images, maintain focus when viewing, name or identify familiar images, respond to characters and isolated incidents from familiar television programs and find specific objects in a picture.

Students typically recognise familiar content in visual texts when they identify and respond appropriately to environmental images and recognise self, familiar people and places in visual images.

Students typically recognise some elements in visual texts when they recite jingles from television commercials, respond to opening visuals, music and graphics from familiar television programs and attach significance to everyday visual texts such as familiar corporate logos.

Students typically use available senses to access the visual world, use touch to recognise visual images, understand that an image will appear when the television is turned on, click mouse button to activate desired response and point to or take favourite computer program or video to teacher.

Foundation Outcomes with Focus Skills List

SPEAKING AND LISTENING

Use of Texts

Contextual Understanding

Conventions

SL F.1 a The student conveys needs, expresses meaning and interacts using simple language structures including vocalisations and gestures.

SL F.1b The student responds to a variety of auditory stimuli including familiar language patterns.

This will be evident when students, for example:

vocalise, e.g. babble, gurgle, hum
focus attention on person(s) with whom they are interacting, e.g. make eye contact, attend to voice, turn when name is called, change facial expression
locate, track objects/sounds, e.g. turn head towards sound
seek assistance or information
show understanding of simple expressions, e.g. 'bus time', "pack up", " lunch"
respond to simple questions. e.g. points when asked, "Where is your teacher?"
indicate wants/needs/choices, e.g. offer cup for drink, use eye tracking to make choices
initiate communication using symbols/signs or speech .

SL F.3 The student experiments with simple language structures to make and convey meaning.

This will be evident when students, for example:

show anticipation of sensory stimulation
make appropriate requests
use appropriate greetings/farewells
understand patterns in repetitive interactive games e.g. 'peek-a-boo', 'my turn', 'your turn'
respond appropriately to tone of voice
show anticipation of events, e.g. show excitement when bathers are presented
indicate likes and dislikes appropriate to situations
understand when to seek assistance or information

SL F.3 The student experiments with simple language structures to make and convey meaning.

This will be evident when students, for example:

engage in activities involving repetition of language patterns and vocabulary, eg Road Drill, smiling and mimicking familiar rhymes

respond to familiar rhymes songs or phrases, e.g. smiling, clapping, repeating, mimicking
use word combinations to form simple phrases, e.g. join two COMPICs
operate a communication device
use single words e.g. 'drink' as a statement or request
distinguish between commands and questions e.g. recognise that upward inflection may suggest a question

use nouns and verbs, key words, facial expressions, gestures, volume,' pitch and intonation to convey meaning
use pronouns 'I', 'you', 'me' appropriately
combine verbal and non-verbal expressions to convey meaning e.g. combine facial expression and gesture with volume, pitch and intonation .

Focus Skills for - SL F.1a and SL F.1b

Focus Skills for SL F.2

Focus Skills for SL F.3

Make body movements, e.g. reach towards others
Change facial expressions, e.g. smile, cry
Look at faces of others
Vocalise, e.g. babble, cry
Locate sounds
Track objects
Respond to voice tones
Respond to facial expressions
Give a consistent response to familiar people
Begin to take turns in clear, game format, e.g. 'peek-a-boo'
Initiate actions/vocalisations in a repetitive game
Imitate actions
Greet and farewell
Respond to visual cues
Use some form of communication ie. signs/symbols/speech
Respond to simple questions, e.g. yes, no
Recognise symbolic representation of an object
Follow one step instructions
Relate objects/actions to words
Focus on objects
Make choices to indicate wants
Request wants, e.g. sign, symbols, speech

Request assistance/information (help)
Put hand up to communicate
Communicate choices
Indicate yes/no
Make purposeful body movements
Change facial expression
Seek out adult when anxious
Request 'more'
Protest 'no'
Indicate likes/dislikes
Express needs/wants/feelings
Greet and farewell

Anticipate oncoming events in response to stimuli

Name objects (sign, symbol, speech)
Name actions (sign, symbol, speech)
Name people (sign, symbol, speech)
Use vowel sounds
Use single syllables
Articulate some single consonant sounds
Combine two and three words together (sign, symbol, speech)
Use pronouns 'I', 'you', 'me'
Participate in singing songs
Participate in repetitious language drills, e.g. days of week
Describe a picture/photo in a short sentence (sign, symbol, speech)

SL1.1a

The student uses expressions of routine social interaction correctly; recounts and discusses personal experiences; and conveys key information or ideas on a familiar topic

SL 1.1 b

Responds to questions, instructions, statements and narratives characterised by simple linguistic structures, brevity, familiarity and predictability.

SL1. 2

The student shows emerging awareness of school purposes and expectations for using and interpreting spoken language.

SL1.3

The student draws on the linguistic structures and features of own variety of English when speaking and listening and relies on simple sentences or uses simple connectives to link ideas.

Processes and Strategies.

SL F.4 The student recognises that particular patterns of behaviour are used to communicate.

This will be evident when students, for example:

seek attention or contact from an adult when anxious
use objects to indicate wants, e.g. hands teacher a cup, takes person to the desired object
place themselves in proximity to person with whom they wish to communicate, e.g. hover near an adult
use characteristic behaviours, e.g. bang table, make noises
rely on adult knowledge of context to interpret communication
respond to non-verbal cues such as facial expression, proximity, eye contact and physical prompts
respond to familiar auditory cues, e.g. come when name is called, go to class when siren sounds
select appropriate people to interpret particular communications

Focus Skills for SL F.4

Use own form of communication
Gesture towards desired objects
Offer objects to indicate need
Use consistent vocalisation, gesture, or behaviour to convey meaning
Look at faces of others
Smile
Make eye contact
Attend auditory cues
Offer pictures to indicate needs
Use vocalisation, gesture to gain attention
Imitate vocalisations/actions as a turn in repetitive games

SL 1.4 The student uses a small range of strategies to adjust communication in familiar situations.

VIEWING

Use of Texts	Contextual Understand in	Conventions
V F.1 The student demonstrates attending behaviours and recognises common objects in visual texts.	V F.2 The student recognises some familiar content in visual texts.	V F.3 The student recognises some elements in visual texts.
This will be evident when students, for example: eye track moving images, e.g. television, computer graphics maintain focus when looking at visual texts orient face towards visual image, e.g. look at television screen respond to characters, places, objects in visual texts e.g. laugh at a clown name/identify familiar images, e.g. point to a dog in a picture demonstrate visual perceptual skills, e.g. find specific objects from within a picture recall isolated incidents from a familiar television program	This will be evident when students, for example: identify familiar environmental features while viewing, e.g. beach, shop, school identify self in photographs identify similar people and places in visual images responds appropriately to environmental cues, e.g. don't walk/walk symbols at pedestrian crossing	This will be evident when students, for example: recite jingles from television commercials when given a visual prompt respond to signature tune of programs they like, e.g. become animated when they hear music of favourite soap opera attach importance to everyday visual texts which have links with their own experience, e.g. react to familiar corporate logos recognise familiar television programs by title images, e.g. opening visuals, music, graphics
Focus Skills for V F.1 Glance at images/magazines/photos Focus on images/magazines/photos Eye track, crossing midline from left-right, right-left Respond to object/person - reach, look at, turn head, body toward Maintain visual focus Manipulate objects Explore objects using senses Compare objects Use objects according to function Match photograph to object Match photo to photo Match object to object Match symbol to symbol Match symbol to object Notice sameness and difference between objects	Focus Skills for V F.2 Look at pictures Identify self in media/photos Watch TV/videos Request favourite video/TV program Identify objects/people found in movie/TV /video/magazine Locate familiar items in magazines · Match photo with object	Focus Skills for V F.3 Recognise familiar movies/TV programs from music/visual presentation React, e.g. smile/cry when seeing familiar logo on object Anticipate episode in familiar TV program, e.g. song tune on children's morning program Recognise advertisement for favourite toy in magazine

V 1.1 The student retells meanings and makes simples interpretations from visual texts.

V 1.2 The student make the connection between own knowledge and experience and ideas, events and information in viewed texts.

V 1.3 The student demonstrates emerging awareness and use of symbols and conventions when making meaning from texts

Processes and Strategies

V F.4 The student demonstrates strategies to access visual texts

This will be evident when students, for example:

understand that an image will appear when the television is turned on
know to open the book to see the pictures
click mouse button to activate desired response, e.g. click on the bear and it growls
point to or take favourite video or computer program to teacher to be played
use available senses to access the visual world, e.g. blind student uses touch to recognise visual images

Focus Skills for V F.4

Understand that an image will appear when the television is turned on
Know to open the book to see the pictures
Click mouse button to activate desired response, e.g. click on the bear and it growls
Point to or take favourite video, computer program to teacher to be played
Use available senses to access the visual world, e.g. vision impaired student uses touch to recognise visual images

V 1.4 The student recognises and uses cues including background knowledge to predict and make meaning from visual texts.

READING

Use of Texts	Contextual Understanding	Convention
R F.1 The student demonstrates attending behaviours and recognises common objects in text	R F.2 The student responds to texts by recognising some familiar content.	RF .3 The student recognizes some elements in texts
This will be evident when students, for example: explore tactile stimuli eye track, crossing midline maintain focus when looking at books, advertising material, magazines demonstrate object/picture/symbol permanence recognise representations of common objects, e.g. match objects with pictures match spoken words with symbols, e.g. point to a pictograph demonstrate visual perceptual skills, e.g. recognise letter in a word.	This will be evident when students, for example: identify self, e.g. point to self in photograph react to familiar photographs or objects, e.g. smiling indicate favourite stories or videos imitate familiar words and sounds when books · are read aloud.	This will be evident when students for example: select text by responding to the cover recognise that texts are accessed by turning pages recognise familiar titles of texts respond to rhymes and repetition in stories.
Focus Skills for R F.1 Glance at objects Focus on stimuli (auditory/visual/tactile) Turn head to locate stimuli Eye track, crossing midline from left-right, right-left Respond to object/person - reach, look at/turn head, body toward Maintain visual/auditory focus Attend selectively to environment Look at books Look for, reach for hidden object Attend to symbol displays, e.g. aided language stimulation Manipulate objects Explore objects using senses Compare object Use objects according to function Notice sameness and difference between objects · Match pictures/symbols to real objects Match symbols to symbols Label objects Indicate named object Match object to object	Focus Skills for R F.2 Look at pictures Attend to displays Request favourite story/video Imitate repetitive language pattern Identify objects/people/characteristics found in books Locate familiar items in books/magazines Match words/symbols with pictures Identify self in books Look at books	Focus Skills for R F.3 Choose favourite book by looking at cover Show anticipation to having page turned to continue story Respond to repetitious language drills in book, e.g. pull sad face at end of each episode Recognise familiar titles of books Respond to familiar COMPIC charts around the school

R 1.1 The student role plays being a competent reader

and recognises familiar symbols

R1.2 The student makes connections between

own knowledge and experience and the

ideas, events and information in texts read

aloud.

R1.3 The student demonstrates emerging awareness

and use of symbols and conventions when

making meaning from texts.

Processes and Strategies

R F.4 The student demonstrates strategies to access

content in printed texts.

This will be evident when students, for example:

point to favourite book or magazine indicating that they want it to be read
present book to be read
respond appropriately to specific printed materials, e.g. display merit certificate with pride, hide detention slip
attach importance to everyday texts which have links with their own experience. e.g. look at junk mail

Focus Skills for R F.4

Point to, take favourite book/magazine to teacher to be read
Present book to be read
Respond appropriately to specific printed materials, e.g. display merit certificate with pride, hide detention slip
Attach importance to everyday texts which have links with their own experience, e.g. look at junk mail

R 1.4 The student recognises and uses cues to predict and

construct meaning in texts.

WRITING

Use of Texts	Contextual Understanding	Conventions
W F.1 The student demonstrates motor skills required for pre-writing.	W F.2 The student responds to written symbols in the environment.	W F.3 The student produces marks that may include approximations of conventional written symbols.
This will be evident when students, for example: demonstrate fine motor control, e.g. reach for and grasp objects, manipulate objects experiment with writing implements, e.g. activate keyboard with head pointer, scribble with pencil demonstrate an awareness of directionality, e.g. draw a line from top to bottom, left to right demonstrate visual motor integration, e.g. join dots, follow patterns, trace, copy symbols, copy letters manipulate objects in the environment, e.g. stack blocks.	This will be evident when students, for example: identify written texts in their own environment, e.g. signs, books imitate writing when others write, e.g. write on blackboard copy some letters from own name assign meaning(s) to conventional symbols, e.g. present drink symbol when thirsty, use a tick, cross, or circle to select preference.	This will be evident when students, for example: copy lines, circles, shapes trace lines, shapes, letters join dots scribble spontaneously imitate lines, pictures, patterns, shapes use a communicator to produce written tape.
Focus Skills for W F.1 Grasp Hold Release Manipulate writing implement/tool Make marks on paper with appropriate writing tool Scribble spontaneously Imitate lines/pictures/patterns/shapes Copy lines, circles, shapes Trace Join dots Complete figure ground tasks, e.g. find hidden object from background Demonstrate form consistency Follow instructions/complete tasks requiring left to right directionally Colour in Draw forms from memory Establish hand dominance	Focus Skills for W F.2 Discriminate between pictures and written symbols · Imitate writing Assign meaning to own symbols Assign meaning to conventional symbols Identify symbols from own environment Write some letters from own name	Focus Skills for W F.3 Make marks on paper with appropriate writing tool Scribble spontaneously Imitate lines, pictures, patterns,shapes Copy lines, circles, shapes Trace Join dots Find hidden object from background Demonstrate form consistency Follow instructions/complete tasks requiring left to right directionality Colour in Draw forms from memory

W 1.1 The student produces written symbols with the

intention of conveying an idea or message

W 1.2 The student recognises that writing is used by

people to convey meanings to others

W 1.3 The student demonstrates emerging awareness of how to

use conventional written symbols for expressing ideas and

information.

Processes and Strategies

W F.4 The student recognises that using writing

implements has communicative potential.

This will be evident when students, for example:

request or locate writing implements, e.g. find pencils, ask for communicator, collect COMPICS,
locate paper
position self suitably so that writing can occur, e.g. sit at table and place paper in front of self, sit at computer with keyboard ready to write.
hold implement with writing end down, eg pointed end towards paper

Focus Skills for W F.4

Look for crayon/paintbrush/pencil when given a piece of paper to colour
Look for paper when given crayon/paintbrush/pencil
Ask for writing implement
Role play writing/drawing
Role play using keyboard/concept keyboard on the computer to make text appear on the screen

Spreadsheets

Teaching/learning Information related to selected foundation outcomes

Each strand in the English Learning Area has been represented by one spreadsheet that provides information related to a selected Foundation Outcome.

One Focus Skill has been chosen as an example. Learning experiences and teaching strategies have been written for this Focus Skill. The chosen Focus Skill is indicated by (EG).

Information contained in these spreadsheets is given as an example only and may require modification or addition to suit individual needs.

These spreadsheets are provided to give teachers a springboard for developing their own ideas when programming for specific Focus Skills.

Understanding the Spreadsheets

Each spreadsheet contains the following information.

AREA

Learning Area

STRAND

FOUNDATION OUTCOME STATEMENT

Outcome Statement

POINTERS

Indicators or signals of the achievement of an outcome. Pointers are only typical examples and are not listed exhaustively. Other pointers could also indicate achievement of the outcome.

STUDENT

OUTCOME

STATEMENT

LEVEL 1

Outcome

Statement

KEY ELEMENTS

These are the main components of the Outcome Statements .

CONSIDERATIONS

Factors which may affect the student's participation and/or progress in achieving the outcome

FOCUS SKILLS

Are 'non-exhaustive' lists of skills which are the focus for teaching outcomes.

INFORMATION

Suggestions for where you may access further information/resources/assistance.

TROUBLE SHOOTING

This provides suggestions of what to do if the student is not progressing towards achieving the Outcome Statements.

LEARNING EXPERIENCES

A range of activities which relate directly to the Outcome Statement.

TEACHING EXAMPLE/STRATEGIES

Examples of strategies/techniques and processes which may be used to teach a specific focus skill. The given example relates to the focus skill with the symbol.

Speaking and Listening

AREA

English

STRAND

Speaking and Listening

SUB STRAND

Use of texts

FOUNDATION OUTCOME STATEMENT

SL F1a The student conveys needs, expresses meaning and

interacts using simple language structures.

SL F1a The student responds to a variety of auditory stimuli

including familiar language patterns

POINTERS

This will be evident when students, for example:

Vocalise, eg babble, gurgle, hum
Focus attention on person(s) with whom they are interacting, eg make eye contact, attend to voice, turn when name is called, change facial expression
Locate, track objects/sounds, eg turn head towards sound
Seek assistance or information
Show understanding of simple expressions, eg ‘bus time’, ‘pack up’, ‘lunch’
Respond to simple questions, eg point when asked, ‘Where is your teacher?’
Indicate wants/needs/choices, eg offer cup for drink, use eye tracking to make choices
Initiate communication using symbol/signs for speech.

STUDENT OUTCOME STATEMENT

LEVEL 1

SL 1.1a The student uses expression of routine social interaction correctly; recounts and discusses personal experiences; conveys key information or ideas on a familiar topic

SL 1.1b The student responds to questions, instructions, statements and narratives characterised by simple linguistic structures, brevity, familiarity and predictability.

KEY ELEMENTS

Communication

FOCUS SKILLS

Make body movements eg reach towards others
(EG) change facial expressions eg smile, cry
look at faces of others
Vocalise, eg babble, cry
Locate sounds
Track objects
Respond to voice tones
Respond to facial expressions
Give consistent response to familiar people
Begin to take turns in clear, game format, eg peek-a-boo
Initiate actions/vocalisations in a repetitive game
Imitate actions
Greet and farewell
Respond to visual cues
Use some form of communication i.e. signs, symbols, speech
Respond to simple questions (yes, no)
Recognise symbolic representation of an object
(EG) follow one step instructions
relate objects/actions to words
focus on objects
makes choices to indicate wants
requests wants (signs, symbols, speech)

CONSIDERATIONS

Does the student require specialised resources/aides?
Nature of disability?
Have attending skills been developed?
What form of communication will the student use? Eg signing

INFORMATION

COMPIC (see Glossary of Terms)
Therapists
Little Room and Sensory Environment (see Glossary of Terms)
Refer to Communicating With Students with Disabilities (Teaching Strategies chapter)

TROUBLE SHOOTING

If not working:

Refer to considerations
Provide a greater variety of learning experiences and stimuli;
Consult therapists.

LEARNING EXPERIENCES

Oral language Activities
Computer
Use of Audio Visual Aids
Incursions/Excursions
Little Room and Sensory environment
Therapy Programs
Lunch time Activities
Rhymes/songs/music
Literature
Lunchtime and recess
Language experiences
Daily routines
Physical Education

TEACHING EXAMPLE/STRATEGIES

(EG). Focus Skill- Change Facial Expression:

Select a variety of stimuli to evoke a response – pleasant/unpleasant.
Use puppets as stimulus.
Work in small groups so responses of others can be seen.
Use peers/volunteers to assist students.
Use sensory activities covering the five senses e.g. tasting, touching.
Provide Listening Posts with a variety of listening experiences. Teacher models varying expressions.
Use teacher made games e.g. match facial expression to picture card.
Role play reactions to various situations.
Use mirrors so facial expressions can be seen.

(EG). Focus Skill - Follow One Step Instructions:

Give short, simple instruction at the students level of comprehension.
Give direction at students face level, ensuring you have student attention.
Use teacher or peer modeling
Use musical activities eg "Everybody do this"
Play games e.g. "Simon Says"
Use direct instruction approach (see Teaching Strategies chapter)

Writing

AREA

English

STRAND

Writing

SUB STRAND

Conventions

FOUNDATION OUTCOME STATEMENT

WF.3 The student produces marks that may include approximations

Of conventional written symbols.

POINTERS

This will be evident when students, for example:

copy lines, circles, shapes.
trace lines, shapes, letters.
join dots.
scribble spontaneously.
imitate lines/pictures/patterns/shapes.
use a communicator to produce written tape.

STUDENT

OUTCOME

STATEMENT

LEVEL 1

W1.3

The student

demonstrates emerging awareness of how to use conventional written

symbols for expressing

ideas and information.

KEY ELEMENTS

Producing marks and symbols

FOCUS SKILLS

Colour in
Draw forms from memory
Make marks on paper with appropriate writing tool Scribble spontaneously
Imitate lines/pictures/patterns/shapes
Copy lines, circles, shapes
Trace
Join dots
Demonstrate form consistency
(E G). Follow instructions/complete tasks requiring left to right directionality.
Find hidden object from background

CONSIDERATIONS

Nature of disability
Does the student require specialised resources/aids? e.g. pencil grip
Does the student display pencil control?

INFORMATION

Occupational Therapist
Peggy Lego (refer to Glossary )

TROUBLE SHOOTING

If not working

Is the student motivated to ‘write’? You may need to increase motivation levels.

LEARNING EXPERIENCES

All Subject areas which involve pen/paper activities (includes art, using paper/paint ).

TEACHING EXAMPLE/STRATEGIES

(EG). - Follow instructions/complete tasks requiring left to right directionality:

Provide repeated practice of moving whole body from left to right, (e.g. teacher models side stepping from left to right, student copies; teacher prompts where necessary).
Refine whole body movements to large arm movements. This can be achieved by providing a range of sensory materials in which the student can practice the left to right movements. Materials/activities can include providing the student with:

a tray of sand
shaving cream on desk
powder on desk
paint on desk
chalk and a blackboard.

Once student is displaying left to right movements using sensory materials, refine whole arm action to smaller movements.
Provide a large starting point, an arrow and dotted lines to indicate direction.

e.g.

Provide:

- frequent practice;

- models;

- rewards;

- corrective feedback; and

- prompts where necessary.

Reading

AREA

English

STRAND

Reading

SUB STRAND

Use of texts

FOUNDATION OUTCOME STATEMENT

R F.1

The student demonstrates attending behaviours and

recognises common objects in texts

POINTERS

This will be evident when students, for example:

eye track, crossing midline

maintain focus when looking at books, advertising material, magazines

demonstrate object/picture/symbol permanence

recognise representations of common objects, e.g. match objects with pictures

match spoken words with symbols e.g. point to pictograph

match objects with pictures

demonstrate visual perceptual skills, e.g. recognise a letter.

STUDENT

OUTCOME

STATEMENT

LEVEL 1

R1.1

The student role plays being a competent reader and recognises familiar symbols.

KEY ELEMENTS

Attending and recognising common object

FOCUS SKILLS RELATED TO R F.1

Glance at objects
Focus on stimuli, auditory, visual, tactile
Turns head to locate stimuli
Eye track, crossing midline from left to right, right to left
Respond to object/person - reach, look at, Turn head, body toward
Maintain visual/auditory focus
Attend selectively to environment
Look at books
Look for, reach for hidden object
Attend to symbol displays, e.g. aided language simulation Manipulate objects
Explore objects using senses
Compare objects
Use objects according to function
Notice sameness and difference between objects
(EG). Match pictures/symbols to real objects
Match symbols to symbols
Label objects
Indicate named object
Match object to object

CONSIDERA TIONS

Nature of disability
Position in classroom

INFORMATION

Communicating with students with disabilities (see Teaching Strategies chapter)
Therapists
"Space & Self' by Lilli Nielson
Sensory Environment - contact Kim Beazley School, White Gum Valley Association for the Blind (see Sources of Help)
Hearing Assessment (see Sources of Help)

TROUBLE SHOOTING

If not working:

Provide alternative stimuli;
Check considerations;
Allow more time;
Is interest level appropriate; and
Seek assistance from therapists .

LEARNING EXPERIENCES

Reading sessions, e.g. shared Big Book Listening activities
Music
Drama
Incursions/excursions
Free play
Art
Language activities
Maths
School routines, e.g. recognition of library bag Self care situations, e.g. lunchtime

TEACHING EXAMPLE/STRATEGIES

(EG). Match pictures/symbols to real objects:

Start with objects that the student can relate to, e.g. school bag, shoes, desk, pencils.
Make a language board with symbols/pictures of the objects you are trying to teach.
Teaching meaningful situations, e.g. student matches lunch to picture/symbols of lunch.
Provide choice making activities in regular routines using pictures or symbols, e.g. crayons or pencils. Student labels room using pictures/symbols.
Use games based on "Bingo" principle.
Sorting activities.
Use physical and verbal prompts and modeling if required.
Use volunteers/peers to assist with instruction.

Give simple instruction e.g. match one object, then progress to more object

Viewing

AREA

English

STRAND

Viewing

SUB STRAND

Use of texts

FOUNDATION OUTCOME STATEMENT

VF.1

The student demonstrates attending behaviours and recognises

common objects in visual texts

POINTERS

This will be evident when students for example:

Eye track moving images eg television, computer graphics
Maintain focus when looking at visual texts
Orient face towards visual image eg look at television screen
Respond to character, places, objects in visual texts, eg laugh at clown
Name/identify familiar images eg point to a dog in a picture
Demonstrate visual perceptual skills, eg find specific objects from within a picture
Recall isolated incidents from a familiar television program.

STUDENT

OUTCOME

STATEMENT

LEVEL 1

The student retells meanings and makes simple interpretations from visual texts

KEY ELEMENTS

Attending and recognising common objects

FOCUS SKILLS

• Glance at objects
• (EG). Focus on stimuli (auditory/visual/tactile)
• Turn head to locate stimuli
• Eye track
• Respond to object/person - reach, look at, Turns head, body towards
• Show awareness of object permanence
• Maintain visual/auditory focus
• Attend selectively to environment
• Look at books, magazines
• Look for, reach for, hidden object
• Attend to symbol displays e.g. aided language simulation Manipulate objects
• Explore objects according to function
• Notice sameness and difference between objects
• Look at photographs/drawings
• Match photographs to real objects
• Match pictures/symbols to real objects
• Match symbols to symbols
• Label objects
• Indicate named object
• Match object to object

CONSIDERATIONS

Nature of disability
Position in classroom

INFORMATION

Communicating with student with disabilities (see Teaching Strategies chapter)
Therapists
Space and Self by Lilli Nielson
Sensory Environment - contact Kim Beazley School, White Gum Valley Association for the Blind (see Sources of Help)

Hearing assessment (see Sources of Help)

INFORMATION

Communicating with student with disabilities (see Teaching Strategies chapter)
Therapists
Space and Self by Lilli Nielson
Sensory Environment - contact Kim Beazley School, White Gum Valley Association for the Blind (see Sources of Help)

Hearing assessment (see Sources of Help)

Communicating with student with disabilities (see Teaching Strategies chapter)
Therapists
Space and Self by Lilli Nielson

Sensory Environment - contact Kim Beazley

LEARNING EXPERIENCES

Reading sessions, e.g. shared Big Book
Listening activities
Music
Computer
Drama
Incursions/excursions
Watching TV/video
Free play
Art

TEACHING EXAMPLE/STRATEGIES

(EG). Focus on stimuli: auditory/visual/tactile:

Create a sensory environment using lights, music, tactile board, "Little Room" and Resonance Board.
Present stimuli to students at eye level saying "Look at the ________”
Make sure stimuli are of interest to the student.
Provide a variety of stimuli.
Use tracking - move stimuli from midline to left and midline to right, so the student moves eyes/head to follow. Use puppets, big books, posters, games, favourite toys.
Use auditory tapes, e.g. environmental sounds, singing, own voice, stories, familiar voices.
Use mobile positioned near student at head level.
Use peers/volunteers to work with student.
Using student’s name, give instructions in small, distinct steps.
If student is unable to move head independently, make sure stimuli can be tracked and viewed by student's eyes.
Use cause and effect toys, e.g. switch toys.
Use TV programs e.g. Sesame Street, Play School (if appropriate).

Last Updated : 7/07/2006 1:54:06 PM